TY  - JOUR
PY  - 1995//
TI  - Cognitive and School Outcomes for High Risk African-American Students at Middle Adolescence: Positive Effects of Early Intervention
JO  - American educational research journal
A1  - Campbell, Frances A.
A1  - Ramey, Craig T.
SP  - 743
EP  - 772
VL  - 32
IS  - 4
N2  - Note: This publication studied the long-term outcomes in intellectual development and academic achievement related to early childhood educational intervention (the Abecedarian Project) in a sample of 111 children from low-income African American families. The Abecedarian Project is an early childhood intervention program designed to improve intelligence and school performance while preventing crime and delinquency in low-income African American children. This study compared the intellectual outcomes in participants with preschool intervention followed by elementary school intervention (infancy to age 8), preschool intervention only (infancy to age 5), elementary school intervention only (ages 5 to 8), and and untreated control group. At age 15, participants who had preschool intervention scored higher on math and reading, had fewer instances of grade retention, and had fewer assignments to special education compared to the control group.  For more information on the Abecedarian Project see VioPro record number 2888.  Low-Income Population Early Childhood Intervention Early Intervention Early Childhood Education Child Development Intervention Program Education Program Follow-Up Studies Outcome Studies Prevention Education Prevention Program Program Effectiveness African American Child African American Juvenile Child Intelligence Juvenile Intelligence School Achievement School Performance Intellectual Development Middle Childhood Late Childhood Early Adolescence Long-Term Effects Program Evaluation 09-00<p />
LA  - 
SN  - 0002-8312
UR  - http://dx.doi.org/
ID  - ref1
ER  -